Summer Learning Loss: How can students grow as learning during summer break?
4th Grade and 5th Grade
Mr. Salamone
INTRODUCTION
Each summer, most students and teachers are away from school for about 2 months. During this time, students are sometimes not growing and sometimes even losing academic knowledge. Summer is a time to relax, recharge, and have fun but is there a way for students to grow during these months.
The topic of summer learning loss and the solution around it are complicated. We will approach this topic through multiple forms of media and discussion. Think about the following questions:
● What is summer learning loss?
● How can we address summer learning loss?
● Who should be involved in creating a solution for summer learning loss?
We will be going through this WebQuest, to gather evidence, identify problems, and develop solutions on addressing summer learning loss. We will take the role of school administrators to help figure out ways to combat summer learning loss.
TASK
At the end of this WebQuest you will:
PROCESS/RESOURCES
Day 1 (Define the Problem)
Step 1: Read the article: Learn about the summer slide — and how to avoid it!
Step 2: Complete the Google Form about the article: Summer Slide Article Questions
Day 2 (Gather the Evidence)
Step 3: Complete the survey to collect data (All 4th and 5th graders will complete this survey): Summer Slide Survey
Day 3 (Identify the Causes)
Step 4: Review the data: Summer Slide Survey Data
Step 5: Discuss the data with a partner. Discuss the question below:
Day 4 (Examine Existing Policy)
Step 6: Watch the video to see more ways to help summer slide: There Are Ways to Reduce Summer Learning Loss
Step 6: Discuss with partner practical ways to help with Summer Slide
Day 5 (Develop New Solutions)
Step 7: Create a Flipgrid on your proposal to helping with Summer Slide: Helping Summer Slide Proposal
Day (Select the Best Solution)
Step 8: Classes will view the presentations and vote on which proposal they believe is best.
EVALUATION
You will be evaluated on your completion of all parts of the WebQuest. The rubric below is how you will be evaluated:
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4 |
3 |
2 |
1 |
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Tasks Completed |
All areas of the project were addressed and handled with a high degree of sophistication. Project is interesting and completed. |
The project is only partially completed. The project submitted demonstrates a great deal of thought. (Between 75% and 100% complete) |
The project is only partially completed. The project submitted demonstrates a moderate level of thought. (Between 50% and 75% complete) |
The project is incomplete, and/or it is apparent that little effort went into the development of the project, and/or project is less than 50% complete. |
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Time Use |
Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. |
Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. |
Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. |
The student did not use classroom time to work on the project the majority of the time and/or was highly disruptive. |
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Proposal |
The final body of work was free of grammar, spelling, formatting and errors. Presentation was clear, concise, and had well-made points. |
The final body of work had 1-2 errors related to grammar, spelling, and formatting errors. Presentation had well-made points but was somewhat difficult to follow. |
The final body of work had 3-5 grammar, spelling, and formatting errors. Presentation had few well thought out points and was difficult to understand. |
The final body of work had major grammar, spelling, and formatting errors. Presentation lacked any organization. |
CONCLUSION
In this unit, we gathered evidence, identified problems, and developed solutions on addressing summer learning loss. In each step of this process we followed the 6 steps of the PPA.
STANDARDS
ELA:
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Math:
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.